A Cultural Border Crossing Pedagogy for Geographic Information Systems in Higher Education

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Author(s): Maserole C. Kgari-Masondo (The University of South Africa, South Africa)and Thabile Zondi (University of KwaZulu-Natal, South Africa)
Copyright: 2025
Pages: 18
Source title: Indigenous Teaching Disciplines and Perspectives for Higher Education
Source Author(s)/Editor(s): Maserole Christina Kgari-Masondo (The University of South Africa, South Africa)
DOI: 10.4018/979-8-3693-9296-6.ch003

Keywords: Education / Higher Education / Information Science Reference / Multicultural Education

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Abstract

This chapter responds to the call to decolonise the curriculum by exploring ways to prepare student teachers to translate theory into practice by proposing a cultural border crossing pedagogy, incorporating African Indigenous Knowledge (AIK) to teach Geographic Information Systems (GIS) in a rural context. This study employed a critical paradigm, using the narrative inquiry methodology within a qualitative approach to explore a teacher educator's experiences of teaching GIS in a rural context previously with the aim of improving her current practice. Narrative interviews were conducted to generate field texts and narrative analysis was employed to analyse data. The study's findings show that incorporating a cultural border crossing, AIK to teach GIS in a rural context enhances understanding and fosters cultural appreciation because it bridges the gap between home academic and academic culture. The study advocates for decolonised GIS curricula in higher education that reflects Africa's diverse knowledge systems.

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A Cultural Border Crossing Pedagogy for Geographic Information Systems in Higher Education

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